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Publications (15)
Zusammenfassung
Das Arbeitsfeld Sprachbildung birgt auf der Ebene der Zielgruppe, des Testgebrauchs sowie der zu messenden Sprachkompetenzen Rahmenbedingungen für den Einsatz von C-Tests, die Grundlagenforschung zum Verfahren notwendig machen. Insbesondere Fragen zur Validität des Verfahrens werden neu aufgeworfen. Der Beitrag skizziert die Anforde...
Die Erfassung bildungssprachlicher Kompetenzen und akademischer Sprachkompetenzen in der Fremd- oder Zweitsprache gewinnt in schulischen und universitären Kontexten zunehmend an Bedeutung. Dabei stehen die jeweiligen Akteure vor ähnlichen Fragestellungen und Herausforderungen: Was versteht man unter bildungssprachlicher Kompetenz und welche Aspekte...
Die Einführung des Praxissemesters an der Ruhr-Universität Bochum in der Folge des neuen landesweiten Lehrerbildungsgesetzes war mit vielfältigen curricularen Veränderungen verbunden. Das Ziel, die Vermittlung der Fähigkeit, „theoriegeleitete Erkundungen im Handlungsfeld Schule zu planen, durchzuführen und auszuwerten“ sowie in der neuen Praxisphas...
This chapter presents selected results of an empirical study investigating language assessment practices and the language assessment training of in-service secondary school teachers of French, Italian, and Spanish in Austria and Germany. The focus in this paper is on Romance language teachers' subjective theories regarding classroom-based assessmen...
In view of the ubiquitous increase in the use of C-tests, which are almost unanimously believed to measure general language proficiency, this study investigates whether the aspects of language proficiency tapped into by the C-test format are the same when the test is taken by a learner population other than that of foreign language learners. Specif...
The focus on competence-orientation in the Russian language classroom still confronts RFL teachers with new challenges not only when teaching but also in their assessment of students’ performances. We report on the results of a needs analysis whose aim was to survey the assessment practices of inservice teachers of RFL (N=198) in Austria, Germany,...
The focus on competence-orientation in the Russian language classroom still confronts teachers with new challenges not only when teaching, but also in their evaluation of students' performances. We report on the results of a needs analysis, the aim of which was to survey the assessment practices of in-service teachers of Russian as a foreign langua...
The book introduces the reader to an argument-based approach to validity as a way to improve test validation in Second Language Acquisition (SLA) research. Motivated by the need for practical suggestions for raising proficiency assessment standards in SLA research, it exemplifies the approach by validating two distinct score interpretations for a n...
